Unit 2 Understanding each other-Integrated skills 教案-2025-2026学年高中英语译林版选择性必修第四册

Unit 2 Understanding each other-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Cultivate students’ comprehensive skills in listening, speaking, reading and writing, enabling them to grasp key information in listening materials, express opinions fluently on cross-cultural communication, and use unit core words and sentence patterns accurately. Cultural Awareness: Help students understand cultural differences in communication, respect diverse cultural customs, and establish the awareness of cross-cultural mutual understanding. Thinking Quality: Guide students to analyze communication cases, summarize communication skills, and develop critical thinking and logical reasoning abilities. Learning Ability: Enable students to master autonomous learning and cooperative learning strategies, and improve their ability to obtain and process information independently. 2. 教学重难点 Key Points: Master core words (e.g., comprehend, confuse, cooperate) and sentence patterns related to interpersonal communication; grasp key information in listening materials; be able to conduct oral discussions on cross-cultural communication and write short passages about it. Difficult Points: Understand non-verbal communication differences in different cultures; flexibly use learned knowledge to solve practical communication problems; accurately express opinions in oral and written communication. 教学过程 Lead-in: Arouse Interest and Connect with Prior Knowledge The teacher starts the class by showing a short video (3-5 minutes) about cross-cultural communication misunderstandings. The video includes scenes such as a foreigner being confused by Chinese people’s polite refusal and a Chinese student misunderstanding a Westerner’s direct expression. After playing the video, the teacher asks two questions: “What misunderstandings happened in the video?” and “Why did these misunderstandings occur?” Then, the teacher invites 2-3 students to share their answers freely. After that, the teacher summarizes: “These misunderstandings are caused by cultural differences in communication. Today, we will learn Integrated skills of Unit 2, which will help us understand each other better and avoid such misunderstandings.” Design Intention: The short video is vivid and intuitive, which can quickly attract students’ attention and arouse their interest in the topic of cross-cultural communication. By asking questions and guiding students to think, it connects students’ prior life experience with the teaching content, lays a foundation for the subsequent learning of listening, speaking, reading and writing skills, and subtly cultivates students’ cultural awareness. Pre-listening: Preview Vocabulary and Clarify Listening Objectives First, the teacher presents the core vocabulary of this lesson on the blackboard or multimedia, including verbs (comprehend, confuse, misunderstand, cooperate, react), nouns (feedback, communication, friction, sympathy), adjectives (embarrassed, straightforward, knowledgeable) and key phrases (put oneself in others’ shoes, correspond with, cooperate with). The teacher pronounces each word and phrase clearly, explains their meanings and usages with simple examples, and asks students to read after the teacher twice to ensure correct pronunciation and preliminary understanding. For example, when explaining “put oneself in others’ shoes”, the teacher says: “It means to understand others’ feelings and perspectives from their point of view. For example, if your classmate fails an exam, you should put yourself in his shoes and comfort him instead of laughing at him.” Then, the teacher introduces the listening task: students will listen to a conversation between two students, Li Hua and Tom, who are talking about their experiences of cross-cultural communication misunderstandings and solutions. The teacher asks students to pay attention to two points while listening: ① What misunderstandings did Li Hua and Tom encounter? ② What solutions did they put forward? Then, the teacher divides students into groups of 4, and asks each group to discuss briefly: “What do you think are the common cross-cultural communication misunderstandings?” Each group shares 1-2 opinions, and the teacher comments and supplements appropriately. Design Intention: Previewing core vocabulary helps students remove language barriers in listening, ensuring that they can focus on grasping key information instead of being troubled by new words. Clarifying listening objectives enables students to listen with purpose, improving listening efficiency. Group discussion before listening not only activates students’ prior knowledge but also cultivates their cooperative learning ability and lays a foundation for understanding the listening content. While-listening: Improve Listening Skills and Grasp Key Information The teacher plays the listening material twice. For the first time, students are asked to listen carefully and get the general idea of the conversation, and then fill in the blanks about the main characters and the topic of the conversation (the blanks are designed by the teacher, such as “The conversation is between ______ and ______, and they are talking about ______”). After the first listening, the teacher invites several students to share their answers and corrects them if necessary, helping students confirm the general idea. For the second time, students are asked to listen carefully again and complete a detailed information form, which includes three columns: “Speaker”, “Misunderstanding Encountered” and “Solution Proposed”. The teacher reminds students to take notes briefly while listening, such as using key words instead of complete sentences to save time. After the second listening, students exchange their forms in groups, check and correct each other’s answers, and then the teacher plays the listening material again for students who have not completed or made mistakes, allowing them to supplement and correct their answers. After checking the answers, the teacher leads students to analyze the listening material in detail: sorts out the logical relationship of the conversation, emphasizes the key sentences and words (such as “I once confused his direct refusal with rudeness” and “We should communicate openly and put ourselves in others’ shoes”), and explains the difficult sentences in the listening material, such as “It was not until I talked to him face to face that I realized he just expressed his opinions directly” (explaining the structure “It is not until...that...”). Design Intention: Listening twice step by step (from general idea to detailed information) conforms to the law of listening learning, which can help students gradually improve their listening ability. Designing different listening tasks (filling in blanks, completing forms) can train students’ ability to grasp general ideas and detailed information respectively. Group mutual checking and teacher’s key explanation not only help students correct mistakes in time but also deepen their understanding of the listening content, and at the same time consolidate the learning of key words and sentence patterns, improving students’ language ability. Post-listening: Extend and Practice Oral Expression Based on the listening content, the teacher designs an oral discussion activity: “Suppose you are Li Hua or Tom, and you want to share your experience of cross-cultural communication misunderstanding with your classmates. Please talk about the misunderstanding, the reason and the solution in detail.” The teacher first invites 1-2 students to demonstrate in front of the class, and then asks students to practice in groups of 4. Each student in the group takes turns to speak, and other students listen carefully and ask questions or give suggestions. The teacher walks around the classroom, observes students’ practice, and gives guidance to students who have difficulties in expression, such as reminding them to use the core vocabulary and sentence patterns learned in this lesson, and helping them organize their language. After the group practice, the teacher invites 2-3 groups to present their discussions in front of the class. After each group’s presentation, the teacher comments positively first, affirming their advantages (such as fluent expression, correct use of words and sentences), and then puts forward targeted suggestions for improvement (such as adding more details, using more appropriate connecting words). Then, the teacher summarizes the oral expression skills: when sharing experiences, we should clarify the beginning (the background of the event), the process (the details of the misunderstanding) and the ending (the solution and enlightenment), and use appropriate words and sentences to make the expression more fluent and logical. Design Intention: The oral discussion activity is closely connected with the listening content, which can help students consolidate the listening knowledge and transfer it to oral expression. The demonstration of individual students and group practice can not only improve students’ oral expression ability but also cultivate their cooperative learning ability and communication ability. Teacher’s guidance and comments can help students find their own shortcomings and improve their oral expression skills in time, which is in line with the requirements of cultivating students’ language ability and thinking quality. Reading: Analyze the Text and Master Communication Skills The teacher presents a reading passage about cross-cultural communication skills. The passage mainly introduces three key skills: active listening, respecting cultural differences and expressing opinions openly. The teacher asks students to read the passage independently first, and then complete the following tasks: ① Underline the key sentences of each paragraph (the topic sentence of each paragraph); ② Answer the questions designed by the teacher, such as “What is active listening?” “Why is it important to respect cultural differences?” “How to express opinions openly?” After students finish reading and completing the tasks, the teacher organizes the whole class to check the answers. For the key sentences underlined by students, the teacher sorts them out and summarizes the main idea of each paragraph, helping students grasp the structure of the passage (total - sub - total: the first paragraph puts forward the importance of cross-cultural communication skills, the middle three paragraphs introduce specific skills, and the last paragraph summarizes the significance of mastering these skills). Then, the teacher leads students to analyze the key words and sentences in the passage, such as explaining the phrase “active listening” in detail: “Active listening means not only listening to others’ words but also paying attention to their body language and tone, and giving timely feedback, such as nodding or saying ‘I see’.” In addition, the teacher guides students to think deeply: “Combined with the listening content and the reading passage, what other cross-cultural communication skills do you think there are?” Students are encouraged to express their opinions freely, and the teacher supplements and summarizes, such as “avoiding stereotypes”, “learning about other cultures in advance” and so on. Then, the teacher asks students to discuss in groups: “Which of these communication skills do you think is the most important? Why?” Each group selects a representative to share their views, and the teacher comments and guides them, helping students establish a correct understanding of cross-cultural communication skills. Design Intention: Independent reading can cultivate students’ ability to obtain information independently and improve their reading ability. Designing tasks such as underlining key sentences and answering questions can help students grasp the core content of the passage and understand the structure of the passage. In-depth thinking and group discussion can not only deepen students’ understanding of cross-cultural communication skills but also cultivate their critical thinking and logical reasoning ability, and further enhance their cultural awareness. Writing: Integrate Knowledge and Improve Writing Ability The teacher introduces the writing task: “Write a short passage (about 120 words) about your own experience of cross-cultural communication or your understanding of cross-cultural communication skills. You should use the core vocabulary and sentence patterns learned in this lesson, and mention at least one communication skill.” Before writing, the teacher guides students to sort out the writing ideas: first, introduce the background (such as an experience of communicating with foreigners), then describe the process (such as the problems encountered and how to solve them), and finally express their feelings and enlightenment (such as the importance of cross-cultural communication skills). Then, the teacher gives a sample passage on the multimedia, which uses the core vocabulary and sentence patterns learned in this lesson, such as “Last term, I communicated with an exchange student from America. At first, I misunderstood his direct expression, but later I put myself in his shoes and communicated with him openly. I realized that respecting cultural differences is very important in cross-cultural communication.” The teacher analyzes the sample passage, emphasizing the structure, vocabulary and sentence patterns used, and guides students to learn from the sample. Students start to write independently. The teacher walks around the classroom, provides guidance to students who have difficulties in writing, such as helping them organize their ideas, reminding them to use appropriate vocabulary and sentence patterns, and correcting grammatical mistakes in time. After students finish writing, they exchange their passages in groups, check each other’s works according to the evaluation criteria (whether the content is complete, whether the vocabulary and sentence patterns are used correctly, whether the logic is clear), and give suggestions for revision. Then, the teacher selects 2-3 typical passages (one excellent passage and two passages with common problems) to comment on in the whole class. For the excellent passage, the teacher affirms its advantages and asks students to learn from it; for the passages with problems, the teacher points out the mistakes and guides students to revise them together. Design Intention: The writing task integrates the knowledge learned in listening, speaking and reading, which can help students transfer the learned knowledge to written expression and improve their writing ability. Guiding students to sort out writing ideas and providing sample passages can help students clarify the writing requirements and methods, reducing their writing difficulties. Group mutual checking and teacher’s comments can help students find their own mistakes in time, improve their writing level, and at the same time cultivate their ability to evaluate and revise their works independently. Summary and Extension: Consolidate Knowledge and Expand Vision The teacher leads students to summarize the content of this lesson: first, review the core vocabulary, key phrases and sentence patterns learned in this lesson; then, sort out the listening, speaking, reading and writing skills trained in this lesson, emphasizing the key points and difficulties of this lesson; finally, summarize the significance of cross-cultural communication: understanding each other is the foundation of harmonious interpersonal relationships, and mastering cross-cultural communication skills can help us communicate better with people from different cultural backgrounds. Then, the teacher designs the extension task: “After class, please collect one case of cross-cultural communication (can be from books, the Internet or your own experience), analyze the cultural differences reflected in the case and the corresponding communication skills, and share it in the next class. In addition, you can watch English videos about cross-cultural communication to expand your vision and improve your listening ability.” Design Intention: Summarizing the lesson can help students sort out the knowledge system, consolidate the learned knowledge, and deepen their understanding of the teaching content. The extension task not only extends the teaching content from the classroom to the after-class, but also encourages students to learn independently and explore actively, which is conducive to improving their learning ability and cultural awareness, and realizing the long-term goal of English teaching. Homework Arrangement: Consolidate and Improve 1. Recite the core vocabulary and key phrases of this lesson, and write 5 sentences with the core words (each word is used in one sentence). 2. Revise the writing passage according to the teacher’s comments and group suggestions, and hand it in the next class. 3. Complete the extension task assigned by the teacher (collect cross-cultural communication cases and watch related English videos). 4. Preview the next part of the unit and finish the preview exercises. Design Intention: The homework arrangement is hierarchical, including basic tasks (reciting words, writing sentences) and improved tasks (revising writing, completing extension tasks), which can meet the needs of different students. Basic tasks help students consolidate the language knowledge learned in class, while improved tasks help students improve their comprehensive language ability and autonomous learning ability, ensuring the continuity and effectiveness of teaching. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $